Final Exam

Question 1

Climate

Answer 1

the atmosphere of a team or organization

related to climate are the rituals, values, procedures and underlying assumptions of a group

Question 2

Constructive Climate

Answer 2

provides an atmosphere that promotes positive outcomes

for example, group members satisfaction, encouraging individuals to achieve their personal best

Question 3

Elements of a Constructive Climate

Answer 3

1. Provide structure
2. Clarify norms
3. Build cohesiveness
4. Promote standard of excellence

Question 4

What Happens Without Structure?

Answer 4

Work without structure is more difficult for everyone

Providing structure gives people a sense of security, direction and stability
- They know their role, where they fit in (group contract)

Question 5

Norms

Answer 5

rules or behaviour that are established and shared by group members - not always explicit

What is:

• appropriate/inappropriate
• right/wrong
• allowed/not allowed

Develop early in a group and are difficult to change so leaders need to try to shape norms that will maximize group effectiveness

Question 6

Cohesiveness

Answer 6

Allows employees too:

• Express their personal viewpoints
• Give and receive feedback
• Accept different opinions
• Feel free to do meaningful work
• Appreciate the group and be appreciated by the group

Question 7

Cohesiveness at Zappos

Answer 7

Every employee is given the opportunity to issue a $50 “co-worker bonus award” each month to one of their deserving colleagues

The sky bridge from the parking structure to the office is decommissioned so employees to walk through the central courtyard, often colliding with others, before heading up to work

Hseih institutes practices like this because he believes good ideas, conversations and connections stem from collusion

Question 8

Promoting Standards of Excellence

Answer 8

The expressed and implied expectations for performance that exists within a group or organization

Question 9

LaFasto and Larson

Answer 9

identified several ways that leaders can influence performance and promote standards of excellence

• Require results
• Review results
• Reward results

Based on studies of more than 600 teams leaders and 6000 team members

Question 10

Require Results

Answer 10

Leaders need to articulate their concrete expectations clearly for team members

Groups must establish mutual goals and identify specific objectives for achieving results

This is the first crucial step in managing performance

Without expectations, members are uncertain about what is required of them and flounder

Question 11

Review Results

Answer 11

Leaders must give constructive feedback and resolve performance issues

Constructive feedback is

• Honest, direct communication about member performance
• Not mean-spirited nor overly nice or patronizing
• Lets group members know how to maintain or improve

Resolving performance issues is critical for effective leadership

Question 12

Reward Results

Answer 12

Effective leaders reward group members for achieving results

A practical process that every leader can do

Members feel valued and there is a greater sense of group identity and community spirit

Paying attention to members, offering encouragement, giving personalized appreciation

Question 13

Out Groups

Answer 13

Although groups should work together to achieve a goal, almost inevitable there will be one (or more) individuals who

• Do not identify with the group
• Is not on board with the group’s goal; whether because of opposition or lack of interest
• Are disconnected
• Feels unaccepted, alienated, left out, powerless

These individuals are part of the outgroup and they decrease group performance

Question 14

Why Do Out Groups Form?

Answer 14

Do not feel a sense of belonging; don’t fit in

Do not get along with someone within the group and are purposely excluded

Intentionally withhold effort

Question 15

Social Loafter

Answer 15

an outgroup member that is not contributing to the team for any reason

they exert less effort in a group than they would individually

Question 16

Sucker Effect

Answer 16

influences other group members to engage in social loafing since others are doing it

Question 17

What Can Leaders Do About Out Groups?

Answer 17

Listen - ask them about their ideas, attitudes and feelings

Have empathy - restate, paraphrase, reflect, support

Giving recognition - acknowledge their contributions

Including them - directly invite or ask them to participate

Building a relationship - communication, respect and trust

Empowering them - relinquish control

Question 18

Philosophies and Styles

Answer 18

Philosophies: our beliefs and attitudes

Style: our behaviours

In other words, the way we think about human nature (beliefs and attitudes) influence how we (leaders) behave towards other humans (followers)

Question 19

Theory X

Answer 19

Leaders are responsible for organizing resources

People dislike work; resist work; and need to be controlled, rewarded, punished, and persuaded at every step in order to be productive

So leaders need to…
- control their individual’s actions, direct their efforts and modify their behaviour

Question 20

Theory Y

Answer 20

Leaders are responsible for organizing resources

People do not dislike nor resist work; if this is true, it’s their experiences that have made them this way

So leaders need to…
- Create conditions so people can reach goals (e.g. remove and provide guidance)

Question 21

Authoritarian

Answer 21

Related to Theory X

Exert influence and control over group members
Communication is top down

Agenda is set by the leaders

praise/criticism is given freely, but it is based on personal standards (not objective standards)

Question 22

Democratic

Answer 22

Related to Theory Y

Egalitarian view

• The leader is NOT superior
• EVERYONE’s voice should be heard

The role is more of a teacher - work with followers (not over)

• Provide guidance and support
• Make sure that employees have the resources to get the job done

Question 23

Laissez Faire

Answer 23

A hands-off, let things ride approach

Abdicates responsibility

Delays decisions

Gives no feedback

Make little effort to help followers satisfy their needs

Question 24

Path Goal Theory

Answer 24

There are a lot of obstacles we can face; some are personal, while others are situational or task-related

A leader has to adapt their leadership style to the type of their followers are facing

Question 25

Situational Leadership - General Strategy

Answer 25

Identify important outcomes - what are the goals? Identify possible leadership styles - what styles could you use? Identify situational conditions - of what do you need to be aware? Match leadership to conditions - what style fits what parts of the situation? Make the match: select the right style - can you adapt your style? If not, select a different leader

Question 26

Task-oriented Behaviours

Answer 26

``` Initiating structure Production orientation Concern for production Find meaning in doing GOALS ```

Question 27

Relationship-Oriented Behaviours

Answer 27

``` Consideration Employee orientation Concern for people Find meaning in being LEADERS AND OTHERS ```

Question 28

Task Style: focused on...

Answer 28

``` Achieving goals Getting the task done Structuring work and timelines Defining responsibilities Concerned with productivity and task performance ```

Question 29

Task Style: Pro's

Answer 29

Challenge people to reach higher levels of performance than they might otherwise Provide clarity on how a task should be completed and deadlines for task completion Create a “culture of productivity” The group tends to be more productive May be seen as “stronger, more promotable” leader

Question 30

Task Style: Cons

Answer 30

May treat people impersonally, like “cogs in a machine” Less group member satisfaction

Question 31

Relationship Style: focused on..

Answer 31

Treating followers with dignity and respect Building relationships; helping people get along Making the workplace a pleasant place to be

Question 32

Relationship Style: Pros

Answer 32

More likely to “contribute to the development of followers” More attentive to individuals needs Seen as approachable Lower absenteeism, employee grievances and turnover among employees Provides a positive work environment More creativity and innovation

Question 33

Relationship Style: Cons

Answer 33

Time and energy consuming More fun than work - what about productivity? Employees can take advantage

Question 34

Diversity Defined

Answer 34

The mixture of races, genders, or religions that make up a group. The collective amount of differences among members within a social unit WE USE: the amount of difference among members of a group or organization

Question 35

From Diversity to Inclusion

Answer 35

Leaders often recognize the value of diversity, but struggle with creating supportive and inclusive environments Inclusion: the process of incorporating different individuals into a group or organization; feelings of belongingness

Question 36

How Can We Foster Inclusion?

Answer 36

Societal: how a society thinks about/addresses inclusion Organizational: policies and practices Leadership: promoting inclusion at all levels Group: establish enabling norms Interpersonal: letting people know our willingness to be included and to include others Individual: the degree to which individuals feel safe, trusted, and accepted

Question 37

9 Dimensions from Globe Study

Answer 37

Power distance - the degree to which members of a collective expect power to be distributed equally Uncertainty avoidance - the extent to which a society relies on social norms, rules and procedures to alleviate unpredictability of future events Humane orientation - the degree to which a collective encourages and rewards individuals for being fair, altruistic, generous, caring and kind Collectivism I (institutional) - encourage and reward collective distribution of resources and collective action Collectivism (in-group) - the degree to which individuals express pride, loyalty, and cohesiveness in their organizations or families Assertiveness - the degree to which individuals are assertive, confrontational, and aggressive in their relationships with others Gender egalitarianism - the degree to which a collective minimizes gender inequality Future orientation - the extent to which individuals engage in future-oriented behaviours such as delaying gratification, planning, and investing in the future Performance orientation - the degree to which a collective encourages group members for performance improvement and excellence

Question 38

Globe Study Results

Answer 38

Cultural similarity: highest for countries in the same cluster Cultural dissimilarity: increases the further clusters are apart

Question 39

Cultural Preferences for 6 Leadership Styles

Answer 39

Team-oriented style: instills pride, loyalty, collaboration among organizational members; and highly values team cohesiveness and a common purpose or goals Participative style: encourages input from others in decision-making and implementation; emphasizes delegation and equality. This style includes the facets of (reverse scored) autocratic and (reverse scored) non-participative Humane style: stresses compassion and generosity and it is patient, supportive, and concerned with the wellbeing of others Self-protective style: emphasizes procedural, status-conscious, and face-saving behaviours; focuses on the safety and security of the individual and group Autonomous style: characterized by an independent, individualistic, and self-centric approach to leadership

Question 40

Conflict

Answer 40

Is inevitable Usually is uncomfortable but is not necessarily bad Can negatively impact our feelings of self-esteem, affiliation, and control

Question 41

Content Conflict - Beliefs and Values

Answer 41

Belief conflict: incompatible differences in viewpoints; what you believe/think Value conflict: incompatible differences in what is considered important

Question 42

Content Conflict - substantive vs. procedural

Answer 42

Substantive: the actual goal; what you are doing/striving for Procedural: the best way to achieve an agreed-upon goal; how to do something

Question 43

Relational Conflicts - esteem

Answer 43

We want to be recognized and validated by others; to feel significant, useful, and worthwhile Conflict occurs when we aren't recognized at the level we want Sometimes validation can be a limited resource which can also cause conflict

Question 44

Relational Conflicts - control

Answer 44

We want to impact others and our situations; remember, control makes us feel powerful Conflict occurs when we don't have the level of control we want; control is a limited resource that both parties want

Question 45

Relational Conflicts - affiliation

Answer 45

We want to feel included like we belong; though individual differences exist Conflict occurs when we don't have our desired level of affiliation

Question 46

Fisher and Ury - Managing Conflict

Answer 46

Separate people from the problem - recognize that everyone has different feelings/perspectives/is unique Focus on interest, not positions - helps address the “real” conflict Invent options for mutual gains - find where your interests overlap and brainstorm creative solutions Insist on objective criteria - helps reduce bias, similar to bringing in a “neutral third party”

Question 47

Communication Strategies

Answer 47

Differentiation - focus on differences, not similarities; recognizes the interests of both parties Fractionation - break down the conflict into smaller pieces; reduces complexity, improve working relationship Face-saving - preserving one's reputation, credibility, or dignity

Question 48

Why is ethical leadership important?

Answer 48

Leadership has a moral dimension because leaders influence the lives of others There is an obligation to work for the common good Despite this, there have been numbers of scandals in the business and public sectors Ethical leadership is the influence of a moral person who moves others to: - Do the right thing in the right way for the right reasons

Question 49

Ethical Leadership: Character

Answer 49

A leader with strong character is seen as a good and honourable human being Character refers to the disposition and core values of the leader Aristotle argued that a moral person demonstrates the virtues of courage, generosity, self-control, honesty, sociability, modesty, fairness and justice Can be developed (e.g. character education)

Question 50

Six Dimensions of Character

Answer 50

Trustworthiness: a variety of qualities like honesty, integrity, reliability, and loyalty Respect: no ethical duty to hold people in high esteem but treat with respect Responsibility: be accountable, pursue excellence, use self-restraint Caring: be concerned about the welfare of others Citizenship: give more than you take Fairness: a balanced standard of justice, separate from emotions

Question 51

Ethical Leadership: Actions

Answer 51

The way a leader goes about their work - is it morally appropriate? Do the ends justify the means? - Rewarding some people but not others - Lying on the resume so you can get a better job and make more money

Question 52

3 Ethical Standards of Actions

Answer 52

Show respect, serve others, show justice

Question 53

Ethical Leadership: Goals

Answer 53

Identifying and pursuing just and worth goals are the most important steps an ethical leader will undertake The goals incorporate many perspectives: - The interests of others in the group or organization - The interests of the community - The large culture in which they work An ethical leader tries to establish goals in which all parties can mutually agree

Question 54

Ethical Leadership: Honesty

Answer 54

More than any other quality, people want their leaders to be honest Being honest is synonymous with being ethical Dishonesty has a negative effect on a leader's interpersonal relationships Dishonesty, even when used with good intentions, contributes to the breakdown of relationships

Question 55

Ethical Leadership: Power

Answer 55

Power = the capacity to influence or affect others Leaders have the power to affect others beliefs, attitudes, and behaviours

Question 56

Types of Power

Answer 56

You have power because... Referent power - people like and respect you Legitimate power - of you your position Expert power - you have special knowledge and expertise Reward - you can give people rewards Coercive - you can give people punishments

Question 57

Ethical Leadership: Values

Answer 57

Peace, justice, integrity, fairness, community Three types: - Ethical: character - Modal: actions - Ends: outcomes or goals The challenge: be true to your own values while being sensitive to the values of others Cultural differences in values